TEACHING TRAINING IN PORTUGUESE, INDIGENOUS HOST LANGUAGE: ASPECTS AND PARTICULARITIES FOR PEOPLE ORIGINATING IN BRAZIL

Detalhes bibliográficos
Autor(a) principal: Euzebio, Umberto
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: por
Título da fonte: Inter-ação (Goiânia. Online)
Texto Completo: https://revistas.ufg.br/interacao/article/view/65167
Resumo: The host language is characterized by being inserted in the migratory context, making the link between the affective and the integration of people in vulnerability for emergency learning. As a theoretical basis this work is based on (ANÇÃ, 2008; GROSSO, 2010; CABETE, 2010, AMADO, 2013; BARABOSA; SÃO BERNARDO, 2017). The objective was to analyze and reflect on the training of teachers for Teaching Portuguese as an Indigenous Host Language and to verify the adequacy of this terminology from na extension Project with indigenous and non-indigenous students. Barbier’s sensitive listening methodology (2007) was applied and as a result, practices aimed at indigenous peoples make it possible to adapt the term for this use, since teh indigenous condition is adequate and this context. KEYWORDS: Indigenous. L2. Teacher Training. Portuguese.
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spelling TEACHING TRAINING IN PORTUGUESE, INDIGENOUS HOST LANGUAGE: ASPECTS AND PARTICULARITIES FOR PEOPLE ORIGINATING IN BRAZILENSEÑANZA DE LA FORMACIÓN EN PORTUGUÉS LENGUA DE ACOGIDA INDÍGENA: ASPECTOS Y PARTICULARIDADES PARA PERSONAS ORIGINARIAS EN BRASILFORMAÇÃO DOCENTE EM PORTUGUÊS, LÍNGUA DE ACOLHIMENTO INDÍGENA: ASPECTOS E PARTICULARIDADES DO ENSINO PARA OS POVOS ORIGINÁRIOS DO BRASILThe host language is characterized by being inserted in the migratory context, making the link between the affective and the integration of people in vulnerability for emergency learning. As a theoretical basis this work is based on (ANÇÃ, 2008; GROSSO, 2010; CABETE, 2010, AMADO, 2013; BARABOSA; SÃO BERNARDO, 2017). The objective was to analyze and reflect on the training of teachers for Teaching Portuguese as an Indigenous Host Language and to verify the adequacy of this terminology from na extension Project with indigenous and non-indigenous students. Barbier’s sensitive listening methodology (2007) was applied and as a result, practices aimed at indigenous peoples make it possible to adapt the term for this use, since teh indigenous condition is adequate and this context. KEYWORDS: Indigenous. L2. Teacher Training. Portuguese.La lengua de acogida se caracteriza por estar insertada en el contexto migratorio, haciendo el vínculo entre lo afectivo y la integración de personas en vulnerabilidad para el aprendizaje de emergencia. Como base teórica se basa este trabajo (ANÇÃ, 2008; GROSSO, 2010; CABETE, 2010, AMADO, 2013; BARABOSA; SÃO BERNARDO, 2017). El objetivo fue analizar y reflexionar sobre la formación de profesores para la Enseñanza del Portugués como Lengua de Acogida Indígena y verificar la adecuación de esa terminología a partir de un Proyecto de Extensión com estudiantes indígenas y no indígenas. Se aplicó la metodología de escucha sensible de Barbier (2007) y como resultado, las prácticas dirigidas a los pueblos indígenas permiten adecuar el término para este uso, ya que la condición indígena es adecuada y este contexto.   PALABRAS CLAVE: Indígena. L2. Formación de Profesores. Portugués.A Língua de Acolhimento é caracterizada por estar inserida no contexto migratório, fazendo o elo entre o afetivo e a integração de pessoas em vulnerabilidade para o aprendizado emergencial. Como fundamentação teórica, este trabalho está alicerçado em Ançã (2008), Grosso (2010), Cabete (2010), Amado (2013), Barbosa e São Bernardo (2017). O objetivo foi analisar e refletir sobre a formação de professores para Ensino de Português como Língua de Acolhimento Indígena e verificar a adequação dessa terminologia a partir de um Projeto de Extensão com estudantes indígenas e não indígenas. Foi aplicada a metodologia da escuta sensível de Barbier (2007) e, como resultados, conclui-se que as práticas voltadas para povos indígenas possibilitam adequar o termo para esse uso, uma vez que a condição indígena se adequa a este contexto.   PALAVRAS-CHAVE: Indígena. L2. Formação Docente. Português.Faculdade de Educação (UFG)2021-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/interacao/article/view/6516710.5216/ia.v46i2.65167Journal Inter-Ação; Vol. 46 No. 2 (2021): Education, childhood and international immigration processes in Brazil among the 19th to 21st centuries; 793-809Revista Inter Ação; Vol. 46 Núm. 2 (2021): Educación, infancias y procesos de inmigración internacional en Brasil entre los siglos XIX y XXI; 793-809Revista Inter-Ação; v. 46 n. 2 (2021): Educação, infância e processos (i) migratórios internacionais no Brasil entre os séculos XIX a XXI; 793-8091981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/65167/37127Copyright (c) 2021 Umberto Euzebioinfo:eu-repo/semantics/openAccessEuzebio, Umberto2021-08-31T19:43:44Zoai:ojs.revistas.ufg.br:article/65167Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:55:00.352594Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true
dc.title.none.fl_str_mv TEACHING TRAINING IN PORTUGUESE, INDIGENOUS HOST LANGUAGE: ASPECTS AND PARTICULARITIES FOR PEOPLE ORIGINATING IN BRAZIL
ENSEÑANZA DE LA FORMACIÓN EN PORTUGUÉS LENGUA DE ACOGIDA INDÍGENA: ASPECTOS Y PARTICULARIDADES PARA PERSONAS ORIGINARIAS EN BRASIL
FORMAÇÃO DOCENTE EM PORTUGUÊS, LÍNGUA DE ACOLHIMENTO INDÍGENA: ASPECTOS E PARTICULARIDADES DO ENSINO PARA OS POVOS ORIGINÁRIOS DO BRASIL
title TEACHING TRAINING IN PORTUGUESE, INDIGENOUS HOST LANGUAGE: ASPECTS AND PARTICULARITIES FOR PEOPLE ORIGINATING IN BRAZIL
spellingShingle TEACHING TRAINING IN PORTUGUESE, INDIGENOUS HOST LANGUAGE: ASPECTS AND PARTICULARITIES FOR PEOPLE ORIGINATING IN BRAZIL
Euzebio, Umberto
title_short TEACHING TRAINING IN PORTUGUESE, INDIGENOUS HOST LANGUAGE: ASPECTS AND PARTICULARITIES FOR PEOPLE ORIGINATING IN BRAZIL
title_full TEACHING TRAINING IN PORTUGUESE, INDIGENOUS HOST LANGUAGE: ASPECTS AND PARTICULARITIES FOR PEOPLE ORIGINATING IN BRAZIL
title_fullStr TEACHING TRAINING IN PORTUGUESE, INDIGENOUS HOST LANGUAGE: ASPECTS AND PARTICULARITIES FOR PEOPLE ORIGINATING IN BRAZIL
title_full_unstemmed TEACHING TRAINING IN PORTUGUESE, INDIGENOUS HOST LANGUAGE: ASPECTS AND PARTICULARITIES FOR PEOPLE ORIGINATING IN BRAZIL
title_sort TEACHING TRAINING IN PORTUGUESE, INDIGENOUS HOST LANGUAGE: ASPECTS AND PARTICULARITIES FOR PEOPLE ORIGINATING IN BRAZIL
author Euzebio, Umberto
author_facet Euzebio, Umberto
author_role author
dc.contributor.author.fl_str_mv Euzebio, Umberto
description The host language is characterized by being inserted in the migratory context, making the link between the affective and the integration of people in vulnerability for emergency learning. As a theoretical basis this work is based on (ANÇÃ, 2008; GROSSO, 2010; CABETE, 2010, AMADO, 2013; BARABOSA; SÃO BERNARDO, 2017). The objective was to analyze and reflect on the training of teachers for Teaching Portuguese as an Indigenous Host Language and to verify the adequacy of this terminology from na extension Project with indigenous and non-indigenous students. Barbier’s sensitive listening methodology (2007) was applied and as a result, practices aimed at indigenous peoples make it possible to adapt the term for this use, since teh indigenous condition is adequate and this context. KEYWORDS: Indigenous. L2. Teacher Training. Portuguese.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.ufg.br/interacao/article/view/65167
10.5216/ia.v46i2.65167
url https://revistas.ufg.br/interacao/article/view/65167
identifier_str_mv 10.5216/ia.v46i2.65167
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ufg.br/interacao/article/view/65167/37127
dc.rights.driver.fl_str_mv Copyright (c) 2021 Umberto Euzebio
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Umberto Euzebio
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação (UFG)
publisher.none.fl_str_mv Faculdade de Educação (UFG)
dc.source.none.fl_str_mv Journal Inter-Ação; Vol. 46 No. 2 (2021): Education, childhood and international immigration processes in Brazil among the 19th to 21st centuries; 793-809
Revista Inter Ação; Vol. 46 Núm. 2 (2021): Educación, infancias y procesos de inmigración internacional en Brasil entre los siglos XIX y XXI; 793-809
Revista Inter-Ação; v. 46 n. 2 (2021): Educação, infância e processos (i) migratórios internacionais no Brasil entre os séculos XIX a XXI; 793-809
1981-8416
reponame:Inter-ação (Goiânia. Online)
instname:Universidade Federal de Goiás (UFG)
instacron:UFG
instname_str Universidade Federal de Goiás (UFG)
instacron_str UFG
institution UFG
reponame_str Inter-ação (Goiânia. Online)
collection Inter-ação (Goiânia. Online)
repository.name.fl_str_mv Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv ||revistainteracao@gmail.com
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